"This comprehensive publication rightly establishes early childhood as a critical phase in the education of young people and makes the case for developing our insights regarding early childhood education (ECE) practices through the eyes of practitioner inquiry in the context of collaborative partnerships. It achieves its goal through a series of insightful case studies that not only illuminate the text as stories from the field, but also contribute to our understanding regarding ECE learning and pedagogy."- Susan Groundwater-Smith, Honorary Professor, Faculty of Education and Social Work, University of Sydney.

Bringing together theory and practice, this book draws on the projects and experiences of senior and new researchers implementing various forms of practitioner research. Chapter discussions are informed by international literature to provide insightful reflections on research processes and the contribution of practitioner research in changing practice. The diversity of perspectives across the chapters provides an excellent resource for those undertaking research within early childhood contexts.

Features include:

the contribution of practitioner research to curriculum and social change. professional development and strengthening learning communities

how practitioners can be supported in documenting and articulating their work

the relationships between the research community and field of practice through practitioner research projects

contemporary problems and issues that frame the practices of early childhood educators

case studies from Australia, South Africa, Sweden and Chile

A diverse range of case studies that use a range of internationally recognised research methods are presented. The book offers guidance, support and inspiration to practitioners on how to research their implementation of meaningful and sustainable changes in early childhood contexts.

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What is Play For in Your Culture? Investigating Remote Australian Aboriginal Perspectives Through Participatory Practitioner Research

Karin Rönnerman

Developing Collaboration Using Mind Maps in Practitioner Research in Sweden

Norma Rudolph and Mary James

Reconceptualising Services for Young Children through Dialogue in a South African Village

Linda Newman, Janet Keegan and Trish Heeley

Sustaining Curriculum Renewal in Western Sydney: Three Participant Views

Nicole Mockler and Ashley Casey

(In)sights from 40 Years of Practitioner Action Research in Education: Perspectives from the US, UK and Australia

This comprehensive publication rightly establishes early childhood as a critical phase in the education of young people and makes the case for developing our insights regarding early childhood education (ECE) practices through the eyes of practitioner inquiry in the context of collaborative partnerships. It achieves its goal through a series of insightful case studies that not only illuminate the text as stories from the field, but also contribute to our understanding regarding ECE learning and pedagogy.

The work brings out an array of critical questions regarding the nature of evidence and the ways it might inform practice and eschews a narrow, instrumental approach. It draws on traditions that have grown and developed in a range of contexts that provide the reader with variations within different and contrasting educational jurisdictions including Australia, South Africa, Sweden and Chile. It is an important resource for practitioners in the field, as well as their academic partners in the tertiary sector.

Susan Groundwater-Smith

Honorary Professor, Faculty of Education and Social Work, University of Sydney

This book acknowledges what a critical phase and stage in the education of young people early years is, and makes the case for developing our insights more deeply into early childhood education practices through practitioner inquiry in the context of collaboration relationships.

Martine Horvath

Early Years Educator

Hence, the strength of the book lies in the open and reflexive accounts from those who wrote the chapters about a range of experiences in such different contexts. The book achieves its aims of raising the profile of practitioner research in early childhood education and makes a valuable contribution to the field

Helen Hedges

New Zealand Association for Research in Education

Certainly supplementary for any programme that includes practitioner research

The book is a useful collection of texts celebrating practitioner research. Although not essential for research modules on Foundation degrees, it is a good starting point for students to explore research in the early years and get inspiration for their own practitioner research projects. There are interesting examples of methodologies for students to consider in being more creative with their early years research.

Interesting studies and information to broaden understanding. Not essential but explores new areas of research and other areas of focus. Not useful for foundational teaching of an introductory course, but on the suggested reading list.